Literacy Key Stage 1: 1 week: Using Adjectives and Inventing Characters Narrative: Adventure and Mystery


/ Objectives /

Text/Speaking/Listening

/ Word/Sentence / Group activities/Independent / Outcomes /
Read the Night Zookeeper story to accompany this unit. Students will be using this text throughout the week to use as inspiration for a number of tasks. You will need one copy of the story Gorilla by Anthony Browne or similar adventure story. The ch should also experience a number of adventure stories outside of lesson time. See bottom of plan for suggestions.

Week 1: Lesson 1 Monday

/ Describe characters using adjectives.
En1: 3b,c
En2: 4
En3: 2a, 3c / Explain to chn that you are starting to look at adventure stories this week. Discuss what ‘adventure’ means. Consider adjectives such as exciting, unusual, scary, funny etc. Look at pictures of ‘Night Zookeeper’ (see session resources). What kind of adventure do chn think this might be? Refer to list of adjectives & ask for reasons for their ideas. Read the first three chapters of the story with chn. What is the purpose of each chapter (to introduce a new animal to the reader)? Which characters have we met so far? Split the children up into three groups giving them a character each to focus on (see session resources). 1st rotation: identify adjectives used in the story to describe each character. 2nd rotation: review words already recorded and add their own to the spider diagram? 3rd rotation: Student’s feedback other groups ideas. The brainstorms should now be placed on your working wall. /
Easy
Children are given pictures (see session resources) of the three characters they have just discussed as whole class. Their task is to write three sentences describing each one using words from the working wall. TD /
Medium/Hard
Children are to be given a picture and name of the character in chapter 4 (see session resources). They are to brainstorm six adjectives to describe the time travelling elephant. They must then proceed to write three sentences in the style of the author. Their paragraph should begin with: “Who is the time travelling elephant? Well I may be the only zookeeper in the world that can tell you”. / Children can:
1. Write sentences including adjectives.
2. Use capital letters and full stops.
Medium/Hard
3. Write in the style of an author.
Use of adjectives.
Plenary
Bring together children’s ideas. Read their sentences to a partner. Now choose children to share their success with the whole class. What Went Well/ Even Better If (WWW/EBI)

Week 1: Lesson 2 Tuesday

/ Invent a new character.
En1: 3b,c
En2: 4
En3: 2a, 3c / Read chapter 4 to the chn. Ask them if their predictions were similar or different. Can chn add to the words on the working wall? Now show children a selection of animal pictures (see session resources). What could be special about these animals e.g. spying giraffes? Encourage the chn to imagine a cross between two different animals e.g. giving a cheetah the wings of an eagle. Chn talk to their partner and come up with an idea for a new night zoo animal. / Give chn successful and unsuccessful examples of descriptive sentences (see session resources). In pairs chn identify which they believe are successful and give a reason why. / Easy
Chn sketch (chn use this sketch in Art this week) their animal in the middle of their page and surround with adjectives to describe it. They now write three sentences to describe their animal as they did on Monday. / Medium/Hard
Chn sketch (chn use this sketch in Art this week) their animal at the top of their page and give them chapter 4 to use as inspiration (see session resources). They should aim to write a descriptive paragraph about their animal. TD / Children can:
1. Identify and select adjectives.
2. Invent and sketch a new character.
Medium/Hard
3. Write complex descriptive paragraph in the style of an author.
Use of adjectives.
Plenary
Children to share their descriptive writing from the lesson. Children to raise their hand whenever they hear an adjective. Note: read chapters 5, 6 and 7 before tomorrow’s lesson.

Week 1: Lesson 3 Wednesday

/ Use alliteration to write a character profile.
En1: 3a
En2: 3c
En3: 7a / Hand out copies of Florence the Flamingo (see session resources). Read the chapter in groups with the chn. Now ask them to highlight each example of alliteration that they can find. Now share these with the whole class. Chn now move to the carpet and sit in circle to play the alliteration game. Chn all think of an adjective which begins with the same letter as their first name. They then move around the circle repeating the chn’s alliteration that have proceeded their turn. This activity will test the chn’s listening skills. Now play again but with their invented animal from Tuesday’s lesson. Give chn opportunity to change their characters name by using alliteration. Show chn a successful ‘My Animal’ profile sheet including several examples of alliteration (see session resources). / Easy
Give children a ‘My Animal’ profile sheet (see session resources) and ask them to answer each question in turn. Their aim is include three pieces of alliteration. (chn use animal profile during ICT this week) / Medium/Hard
Give children a ‘My Animal’ profile sheet (see session resources) and ask them to answer each question in turn. Their aim should be to include as much alliteration as possible especially within the likes and dislikes section. E.g. Polly the Penguin likes Ping Pong and Peeling Potatoes. She doesn’t like Punching Pandas and Pesky Parakeets. (chn use animal profile during ICT this week) TD / Children can:
1. Describe a character using alliteration.
2. Complete a character profile.
Use of alliteration.
Plenary
In mixed ability pairs chn read out their animal profiles to a partner. Chn suggest one extra piece of alliteration to improve their partner’s profile. Ch will need this completed profile sheet in Friday’s lesson.

Week 1: Lesson 4 Thursday

/ To create a game for others to play.
En1: 1a
En2: 1j, 1L
En3: 1c / Main Teaching: Show children www.nightzookeeper.com and look at a variety of profiles focussing on the mission section of each profile. Read out a number of examples and ask the children if they can explain why these missions are connected to the particular animals. Now as a whole group ask one child to read aloud their profile and discuss what a good mission (rule) for this animal would be.
Partner activity: The children should now split up into partners and play a selection of missions from the website (see session resources) (it is ideal if the children can access the site from a laptop, if not; see session resources which provide an extensive list of missions). / Easy
Give the ch a list of simple rules which they can use as inspiration (see session resources). Ch to record their ideas on the mission template. TD / Medium/Hard
The ch should consider the missions they have already completed in this lesson and invent one of their own. Children should be given the mission template to record their ideas (see session resources). / Children can:
1. Play a game by reading and following instructions.
2. Make up my own game by experiencing others.
Use of interactive play.
Plenary
Ch find a new partner to play the mission with that they have just created. If the game has problems the children should peer assess and make necessary changes. Children will need this rule in tomorrow’s lesson.

Week 1: Lesson 5 Friday

/ Upload creative writing and artwork to a website.
ICT: 3a, 3b, 4a, 4c. / For this lesson you will need to have access to an ICT suite or laptops for each child in the class.
Begin by logging on to www.nightzookeeper.com using your teacher account. Then take the ch to a profile page ensuring they are following at each step (see session resources). Model typing into the profile page text boxes. When you have finished click submit and your animal profile information should appear on screen. Now browse you school network to find an artwork file. Show the chn how to upload this to the Website using the import a picture function. Explain that the children will be following this same process with their profiles and artwork in the ICT suite.
Now move to the ICT suite. Children should have with them their profile, mission and artwork. / Easy/Medium/Hard
Children to follow instructions given in the main teaching and input their profile, mission and artwork into their night zoo account. TD / Children can:
1. log on to a Website
2. type into a text box.
3. upload a file to a website.
Complete profile and mission on Website.
Plenary
Once they have finished they can submit their work and explore the site further by either reading more of the night zookeeper story or navigating around the ZOOK.

National Curriculum links Lesson objectives Assessment for learning Session resources cross curricular links TD – Teacher Directed

Scroll down for success criteria, book list and websites

Success criteria for the block – these should be selected & adjusted to match the specific needs of the class being taught.

Easy / Medium / Hard
·  Understand that an adventure story has stages
·  Take turns to speak in a group, listening to everyone’s ideas
·  Use a story as the starting point of our own writing
·  Use suitable descriptive language in own writing
·  Begin to take the viewpoint of a character in a story
·  Write a few sentences to describe an existing character
·  Begin to understand the structure of an adventure story
·  Use alliteration when writing a story and character profile
·  Plan each stage of an adventure story
·  Write each stage of an adventure story / ·  Identify the different stages of an adventure story
·  Take turns to speak in a group, listening to everyone’s ideas
·  Use a story as the starting point of our own writing
·  Use suitable descriptive language in own writing
·  Take the viewpoint of one of the characters in a story/ write in the role of this character (the Night Zookeeper)
·  Write dialogue, using appropriate punctuation
·  Use alliteration when writing a story and a character profile.
·  Understand the structure of an adventure story
·  Plan each stage of an adventure story
·  Write a chapter for each stage in an adventure story / ·  Identify and name the different stages of an adventure story
·  Take turns to speak in a group, listening to everyone’s ideas
·  Use a story as the starting point of our own writing
·  Use elaborated descriptive language in own writing
·  Take the viewpoint of one of the characters in a story/ write in the role of this character (the Night Zookeeper)
·  Identify dialogue in a story
·  Write dialogue, using appropriate punctuation
·  Understand the structure of an adventure story
·  Use alliteration when writing a story and a character profile.
·  Understand the importance of time sequencing words in an adventure story and use these in own writing
·  Plan each stage of an adventure story.
·  Write a chapter for each stage in an adventure story

Books

The Night Zookeeper by Joshua Davidson

Gorilla by Anthony Browne

Other recommended titles include:

The Tunnel by Anthony Browne

Websites

·  http://www.nightzookeeper.com

·  http://wiki.answers.com/Q/What_is_a_list_of_animal_names_in_alphabetical_order

This is a link to the night zookeeper website which includes additional educational resources to accompany the project. You may also find plans on the site for key stage 1. They come complete with differentiated session resources to suit all ability levels.